L2 motivation and learner autonomy

Irina Grekova

Motivaion in the classroom

CELTA, DELTA, MA in TESOL, CELTA AssessorCELTA Trainer, IH CAM Trainer, TKT: 3 Modules Preparation Course Trainer, ATEEL Refresher Course in TEFL Trainer.

Motivation is…

Motivated learners are…

‘Motivation is what drives learners to achieve a goal, and is a key factor determining success or failure in language learning.’Thornbury, S. ‘An A to Z of ELT’2006 Macmillan

Motivation is…

‘Language learning motivation is the intensity and persistence of a learner’s desire to succeed.’

Tarone E., Swierzbin B. ‘Exploring Learner Language’ OUP

Identified traits of motivated learners:

• Engaged

• Autonomous

• Inspired

Dominant ideas in L2 motivation research

•Instrumental and integrative motivation (Lambert & Gardner 1959-1990)

•Intrinsic/extrinsic: inner motivation vs situation specific motives (1990s)•New Approaches : examine relationship between motivation and identity

Integrative

Derives from a desire on the part of the learners to be members of the speech community that uses a particular language. It is an internally generated want rather than externally imposed need.

Instrumental

The reflection of an external need. The Ls are not learning a language because they want to, but because they need to.

Motivation Theory

•Integrative- integrating into the community•Instrumental- material/ educational benefits•Extrinsic- benefits of success in learning•Intrinsic- enjoying the language learning itself, personally fulfilling•Self & Personal Identity – our ideal L2 self and what we should be able to do

Teaching implications

• Learning more about the Ss’ needs• Tailoring the course for them• Including materials, texts, functional language to meet their

expectations• To provide opportunities for them to achieve and become the ideal self• Integrative – cultural knowledge: customs & traditions, accent, films,

literature, etc.• Instrumental/ extrinsic – What, when where, who with S is going to use

L2• Intrinsic – What kind of activities does he enjoy, prefer? Topics? Skills?• Self identity – How do you see yourself?

Goals?

The L’s goal may be• a short-term one: such as successfully performing a classroom task or •a long-term one: such as achieving native-like proficiency in the language.

Goals / Teaching implications

Make sure Ss have/ set/ are aware of their goals

Tailor the course for Ss to achieve them

Make sure goals are realistic

Engaging students? How?

Engaging Learner???

• Rapport/ personal interest• Goals• Praise based on

achievement• Learning about the Ss• Approachable• Meeting Ss’

needs/interests• Personalise tasks

A framework for motivational strategies

•Appropriate T behavior and good teacher-student rapport

•A pleasant and supportive classroom atmosphere

•Inductive teaching

•A cohesive learner group characterized by appropriate group norms

A cohesive learner group characterized by appropriate group norms

Factors promoting group cohesiveness:

*time spent together

*shared group history

*learning about each other

*interaction

*intergroup competition and cooperation

*active presence of the leader

Learner autonomy

Helping Ls to understand the process of learning

Ls acknowledging their roles

Ls understanding their needs

Ls aware of goals

Ls finding strategies (what and how to learn)

Promoting learner autonomy

• Other resources within the classroom• For the Ss to direct their own learning: what and

how to learn• Finding solutions on their own• Less rely on the T• Learn outside the classroom, using other

resources

• Helping Ls understand the process of learning• Inside and outside the classroom• Ss acknowledge their role in learning• Helping Ls to understand their needs• Setting goals for themselves• Finding specific strategies

Promoting learner autonomy

Appropriate T behavior and good teacher-student rapport

‘Whatever is done by the teacher has a motivational, formative influence on students. In other words, teacher behaviour is a powerful ‘motivational tool’

Dorney, 2001

Appropriate T behavior and good teacher-student rapport

•Mutual trust and respect•Talking on a personal level•Imparting a sense of commitment, interest

A pleasant and supportive classroom atmosphere

Learner motivation will reach its peak in a safe classroom climate in which Ss can express their opinions and feel that they do not run the risk of being ridiculed

Strategies in generating student motivation

• Creating realistic learner beliefs

• Maintaining and protecting motivation

• Increasing the Ls’ self-confidence

• Creating learner-autonomy

• Encouraging positive self-evaluation

• Increasing learner satisfaction

Ten Commandments for LL motivation

•Set a personal example with your own __________.•Create a pleasant, relaxed ________in the classroom.•Present the tasks ___________.•Develop a good _________ with the Ls.•Increase the learner’s linguistic self- _________.

• Make the language classes __________.

• Promote learner __________.

• _________ the learning process.

• Increase the learner’s goal- _________.

• Familiarise learners with the TL ______.

•Set a personal example with your own behaviour.•Create a pleasant, relaxed atmosphere in the classroom.•Present the tasks properly.•Develop a good relationship with the learners.•Increase the learner’s linguistic self-confidence.

•Make the language classes interesting.•Promote learner autonomy.•Personalise the learning process.•Increase the learner’s goal-orientedness.•Familiarise learners with the TL culture.

General advice

• Begin your lesson with a context• Elicit the language from the Ss• Let Ss talk about their life, interests, feelings• Make sure the topics are relevant• Step away from coursebooks• Let Ss decide what and how to learn

BKC-IH Teacher Training Centre

E-mail: t-training@bkc.ruTel: (495) 2340314

www.bkc.ru

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